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Enhancing the Learning of Under-qualified Black Teachers in Eastern Cape Province
The story of one teacher’s adventure into Action Research
Noreen Burton
School of In-service Programmes
Faculty of Education
University of Fort Hare (East London)
South Africa
Education in a Changing Environment: Salford University, 2007
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http://geology.com/world/south-africa-map.gif
Eastern Cape
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http://www.southafricaholiday.org.uk/images/mapdetail_easterncape.jpg
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The Changing South African Scene• Restructuring of higher education and
massification of education
• Broader entry to tertiary studies
• Teacher Training Colleges closed
• Introduction of Curriculum 2005 completed in GET band [primary]
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The Changing South African Scene• Electrification of villages and schools
• Lack of facilities and resources hampers implementation in some schools
• Larger number of distance students (200 Km) without access to computers, but some access to internet café’s
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Changing Teacher Education Scene in SA• Legacy of apartheid teacher education
• Upgrade needed to become qualified
• New curriculum with LO’s and AS’s based on the SA Constitution, requiring– New teaching methods– New assessment strategies– Preparing learners for a changing future
where knowledge is power.
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Langelitsha School
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Bulumko Primary School
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Philemon Ngcelwane Senior School
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Peri-urban: Chumani
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Nosipho’s Classroom
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Interior of a classroom
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Nosipho’s Classroom
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Challenges
• South Africa bottom in the Trends in International Mathematics and Science Study (TIMSS)
• Lack of content knowledge and practice
• Change needs to happen in the primary school
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Advanced Certificate in Education
• Designed as a re-skilling course
• Used for up-grading the qualifications of in-service teachers with Matric + 3 years teacher training
• Two years part-time
• Weekend contact sessions account for 40% of time
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Student Challenges
• English is a second language• Lack of academic culture• Weak literacy and numeracy skills • Low level of computer literacy
• Distance and part-time students• Too much work to cover in 2 years part-
time
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Changing UFH Environment and Challenges
• Campus bursting at the seams
• Insufficient computer lab space
• Lack of technical support over weekends
• No teaching facilities for science practicals
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Painted glass
No ventilation
Used as a Seminar Room. Can’t be prepared in advance.
No cupboards
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Changing UFH Environment and Challenges
• Students do not come to campus between sessions
• Students do not make sufficient use of the library or computers
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Research Question
How can I help my students to become effective change agents for science teaching in the new South Africa?
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Action Research Cycle One
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Cycle One Research Question
Will the provision of detailed resource notes improve my students content knowledge and improve their teaching?
How can I help my students to become effective change agents for science teaching in the new South Africa?
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2002-2003 Action plan
• Photocopied content handouts
• Practical work using recycled materials / improvised materials
• Teaching science in a standard classroom modelled
• Week-long computer courses
• Assignments to be word-processed
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2002-2003 Action plan
Data: 19 students from G1 – G12, 1 dropoutQualitative dataAll students passed (some took 3 years)
• Examination results• Student portfolio • End of year evaluation• My reflections
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2002 – 2003 Student Evaluation and Lecturer Reflection
• Very little improvement in content knowledge and understanding compared to past years
• Primary school teachers found text too dense, language difficult
• Students had to borrow senior school text books• Content was not covered in sufficient detail
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2002 – 2003 Student Evaluation and Lecturer Reflection
• Practical activities appreciated
• Teaching methods applied in schools
• Computer literacy only marginally improved.
• Majority paid for typing to be done.
• Visual material needed
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Action Research Cycle 2
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Cycle 2 Research Question
Will providing interactive content notes and visual material and requiring students to reflect in a journal on the process of learning achieve change in students’ assimilation and application of knowledge?
How can I help my students to become effective change agents for science teaching in the new South Africa?
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2005-2006 Plan
• Concentrate on GET Band (GR – 9)
• Interactive content books prepared for each theme in Natural Sciences.
• Visual material and extra notes for content placed on university intranet
• Introduce WWW as the starting point for computer skills
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2005-2006 Plan
• Short tests on each unit for each theme
• Model different teaching strategies
• Literacy courses in year 2
• Journal to encourage ‘deep learning’
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2005-2006 Action plan
Data: 20 students, 1 dropout(4 students finishing off this year)
• Examination results• Student evaluation and reflections via
journals (qualitative)• End of year evaluation analysis• My reflections
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2005 – 2006 Student Evaluation and Lecturer Reflection
70% of students returned evaluation forms
• Everyone found the visual material either quite helpful, very helpful or extremely helpful
• Teachers copied notes and visuals for use at home and in schools where computers were available
• Most students found the journal ‘quite helpful• Two students did not find them helpful
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2005 – 2006 Student Evaluation and Lecturer Reflection
• Content knowledge and understanding improved
• Computer skills improved significantly
• WWW encouraged personal research
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2005 – 2006 Student Evaluation and Lecturer Reflection
• Some teachers bought personal computers
• Need to be taught according to the grades taught
• Not enough contact time
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Action Research Cycle 3
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Cycle 3 Research Question
Will ‘blended learning’ using WebCT improve student learning and application of knowledge?
How can I help my students to become effective change agents for science teaching in the new South Africa?
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2007 – 2008 plan
• Continue with interactive theme books [2 per year]
• Contact sessions used for discussion and more advanced practical work
• Literacy courses in first term
• Introduce ‘Harry Wong’ tests
• Issue a SA text book on Science teaching
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2007 – 2008 Action Plan
• Computer skills integrated with intranet resources and course content
• Class email list set up for class communication
• WebCT introduced to encourage more [virtual] contact time
• No journals • Site visits
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Learning to use a computer
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Learning to use ‘unavailable’ technology
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Working together
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2007-2008 Action Plan
Data: 22 students. 2 dropouts.
• Examination results
• Mid- and End of year evaluation
• My reflections
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2007 Student and Lecturer Mid-year evaluation
• Knowledge growing for most• Computer skills greatly improved but not enough
to introduce WebCT in 1st semester• Mathematics generally weak
• Distance learners feel disadvantaged• Communication with students not good enough
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Cycles within Cycles
• Site visits show that little change has occurred in the classroom. Talk and chalk. Must find a way to improve classroom practice
• Need student journals to inform my teaching
• Need a way to encourage and challenge students to do science.
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Teachers’ Challenges to Classroom Implementation
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Lack of classroomsand facilities
Tshatshatsha Primary School. Deep rural Transkei.
No electricity.
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Lack of basic resources
Tshatshatsha Primary School.
Bare classrooms, No science resources.
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Overcrowding
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Lack of learning facilities
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Lack of motivation
“I’ve given up teaching science. I’m frustrated because there is no apparatus. Science is not ‘living’, it’s just talk and therefore I am not doing it until we get materials. We must let learners see for themselves, or it becomes abstract for the learners”.
ACE 2006
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2007 Answers so far
• Change is slow and we have limited time, but I have got further than last cycle
• Teachers enjoy researching topics – next: practice being a scientist
• Computers enhance and stimulate learning
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2007 Way forward
• Ready to try WebCT
• Extra Mathematics
• I need to converse with my students
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2008 Way forward
• Expand WebCT in 2008 as a support medium – blended learning
• Introduce independent scientific research
• District workshops in using and managing science resources
• Negotiate for ACE laptops with wireless connection for use in class
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What have I learned so far?
Cycle 1: Visual and practical activities are exciting and encouraged participation
Cycle 2: Interactive resources and Internet access promote learning and
application
Cycle 3: Off-campus access is important for adult learners
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The adventure continues …